Thorndike founded the discipline of educational psychology, separated it from pedagogy and child psychology, and became an independent discipline. Therefore, Thorndike is called the founder of educational psychology. Thorndike put forward three learning laws: the law of preparation, the law of practice and the law of effect. He also put forward the "common element theory" of learning transfer. He also put forward the connectionist learning theory, which holds that learning is to form the connection between situation and reaction. The process of learning is blind, gradual and trial and error. Thorndike is the first psychologist in the west who is engaged in experimental research on animal learning. Based on experimental research, his learning theory systematically expounded the learning process and put forward a series of learning rules, which became the earliest and most systematic learning theory in the west. This has a great influence on the further development of learning connection theory.
What are the new trends in educational psychology research today?
Question: What is the new trend of educational psychology research today?
A: The new trends in educational psychology research today are as follows-
(1) Study the subjectivity of learners.
(2) Study the initiative of learners.
(3) Study the internal process and mechanism of learning.
(4) Study the influence of social environment.
(5) Study the influence of the actual situation.
(6) Study the influence of cultural background.
(7) Study and design learning environment and effective teaching mode.
(8) Study the utilization of information technology.
The PPT diagrams of the seventh and eighth points were not found, but their meanings were similar.
I answered so seriously, if you are satisfied, please adopt it!
This paper introduces action research in educational psychology research methods with examples. Firstly, the content of contemporary educational psychology is described.
My shallow understanding of action research is that as a teacher or other educator, you work purposefully and consciously in your educational practice according to certain projects or directions. In this process, you should record and reflect professionally, scientifically and carefully, and make careful adjustments. The whole process is dynamic and carried out in actual educational activities. For example, you have to read 65,430 every day. Morning, afternoon and evening? Is there any limit to the content of reading aloud? What is the form of reading aloud? Wait, these questions are for you to think and experience. After the first day, you should record, evaluate and reflect. Recording is recording objective facts. For example, I started reading 300 Tang Poems at 65,438+00 in the morning for 65,438+05 minutes. Reflection is thinking about this process. This is an oversimplified example, I hope it can help you. If you need more details and expertise,
Urgent search for reading reports of contemporary educational psychology
Reading Report of Contemporary Educational Psychology Chapter 65438 +0-3 Before reading the book, I had no idea about the concept of educational psychology at all.
Generally speaking, I only know that education is indeed an elastic thing. It varies from person to person. While imparting knowledge, we should also emphasize the artistry of speaking. Just like we have to say different things when dealing with different interpersonal relationships.
I can understand that every teacher wants us to be good, but the expression is inaccurate, which may even cause indelible harm to the children's future. One of my teachers once criticized me as a life committee member in front of the whole class, saying that I was incompetent, but I didn't think I was incompetent, which made me feel inferior, and then my grades plummeted.
Looking back on what happened at that time today, I can understand that she criticized me because she was angry and anxious. However, the current understanding can't make up for the influence of inferiority on me after that.
I said a lot just to show that educational psychology is really important. It is not only to teach one person, but more importantly, to let that person influence a group of people and even the development of society. So what is educational psychology? Educational psychology is a branch of psychology that studies the psychological activities of educators and educatees in the process of education and teaching, as well as the laws of their emergence and change.
It is an interdisciplinary subject of educational science and psychological science. As an independent discipline, educational psychology has formed a relatively complete system, which is a relatively late thing. It is generally believed that it came into being at the beginning of the 20th century, and it has gone through about four periods: before the 1920s, it was the initial period; 1903, American psychologist Thorndike published Educational Psychology, which was the first monograph named after Educational Psychology in the West; The development period was from 1920s to the end of 1950s. 60' s to the end of 70' s is the mature period; After 80, it will be a perfect period.
There are two clues in the whole development process: one is to study the learning laws of humans and animals in the laboratory; The second is to explore the law of human learning in school and social reality, and put forward the idea of improving teaching and learning. Educational psychology mainly focuses on the following two aspects: understanding the process of teaching and learning and developing methods to promote this process.
It is different from pedagogy, which studies some basic laws of the educational process, such as the essence of education, the principles and objectives of education, the contents and methods of education and teaching, and the management and leadership of schools. Educational psychology should explain the law and application of students' psychological activities under the conditions of education and teaching. Its research also plays an important role in the theoretical development of pedagogy (especially teaching theory, curriculum theory and moral education theory).
This book brings us into the discussion of the scientific and artistic nature of teaching by comparing the teaching methods of novices and experts. Let us know four variables (teaching content, students' characteristics, teachers' characteristics and teaching environment) and three processes (learning process, teaching process and evaluation/reflection process) in the process of teaching and learning.
Microscopically, the teaching and learning process includes determining the teaching objectives (teaching content, students' learning foundation), considering the characteristics of the learning process (learning/motivation principle, students' learning characteristics), selecting teaching methods (teaching principles, teachers' characteristics, classroom environment), implementing the teaching and learning process, and evaluating and reflecting on it. The American Psychological Yearbook holds that the research tasks and objects of educational psychology should include eight items: educational evaluation and measurement; Characteristics of children's development; Special children and their education; Educational methods related to learning psychology; Research on special subjects; Learning counseling and mental health; Teachers and teachers' behaviors to promote learning; Methods of educational psychology.
Observation is the most basic research method of educational psychology. The implementation of observation is carried out in class collective activities or individual conversations, which can observe external activities and performances, as well as the psychological reaction of the educated or analyze students' written materials.
The survey is divided into general survey and sampling survey. The former is a survey of the whole class or the whole school, while the latter is divided into random sampling, stratified sampling, grouping sampling and proportion sampling.
The survey methods can be divided into questionnaire survey and interview. Questionnaire is a method of compiling different tests, investigating different teaching effects and measuring IQ, sexual orientation and personality of different people. Compared with questionnaire survey, questionnaire survey can better understand the changes of the psychological characteristics of the educated.
The compilation of various tests and the use of various scales should ensure their effectiveness and reliability. Comparative research is generally carried out in experiments with strictly controlled conditions.
The subjects were divided into two groups, and the conditions (intelligence, academic ability, age, psychological quality, etc.) of the two groups were basically the same. One group is called the experimental group, and the other group is called the control group, which provides new materials, such as new textbooks, in front of the students in the experimental group, while the control group keeps the frequently used textbooks. After a period of teaching, the academic performance, learning speed and understanding of the two groups of students were measured and their characteristics, advantages and disadvantages were compared.
Different designs and experiments can be made for different teaching methods and other teaching and learning problems. Natural experiments are conducted in daily learning environment, which can reduce the unnecessary pressure brought by artificial experiments in the laboratory and reflect the normal psychological state of the subjects, but it is difficult to strictly control the related variables.
I have copied so many introductory things from books and online, so I should talk about them according to my own experience and ideas. I just started to be a tutor this semester, and I received three tutors, two junior high school students and one primary school student.
At first, I didn't think it was difficult for me. I have many good methods about learning, as long as I teach them. But this is not the case.
Girls in Grade Two hope to acquire knowledge, and parents also pay attention to the improvement of learning methods. When I teach her, she will listen to me and do as I say. It feels quite relaxed. But a boy in senior one is different. His school didn't give him much homework, which was much easier than that girl's, but her parents always wanted him to learn more, so they signed him up for an online school and found a tutor.
It looks stressful. I also have problems communicating with him. What I asked him, he told me that he didn't know, and it was not good for him to follow him to read the text. I have always thought that he is a child who is not sensible, but it still depends on thinking about it.
Are there all chapters in contemporary educational psychology? ask
Contemporary Educational Psychology, edited by Liu Qi and Liu Rude, Beijing Normal University Press, 1999. The chapters in the first edition of this book in April, 2007 are as follows: Part I Introduction Chapter I Educational Psychology and its Research Section I Research Object and Application of Educational Psychology Section II Development Survey of Educational Psychology Section III Research Methods of Educational Psychology Section II Student and Teacher Psychology Section II Student Psychology Section I Cognitive Development of Students Section II Emotional and Personality Development of Students Section III Individual Differences of Students Section III Teacher Psychology Section I Role and Characteristics of Teaching Teachers Section 2 Teachers' Professional Qualities Section 3 Teacher-student Interaction Section 4 Teacher's Growth and Cultivation Section 5 Teacher's Job Burnout Section 3 General Learning Psychology Chapter 4 Introduction to Learning Psychology Section 1 Learning and its Classification Section 2 Learning and Brain Section 3 Development of Learning Theory Chapter 5 Behavioral Learning Theory Section 1 Classical Conditional Action Theory Section 2 Connectionism Theory Section 3 Operating Conditional Action Theory Section 4 New Progress in Social Learning in Theory and Behaviorism Chapter 6 Cognitive Studies Learning Theory Section 1 Early Cognitive Learning Theory Section 2 Cognitive Structure Learning Theory Section 3 Cognitive Assimilation Learning Theory Section 4 Learning Information Processing Theory Chapter 7 Constructivism and Humanistic Learning Theory Section 1 Constructivism Thought Source and Basic Viewpoint Section 2 Social Constructivism Theory Section 4 Humanistic Learning Theory Section 8 Learning Motivation Section 1 Overview of Learning Motivation Section 2 Learning Motivation Theory Section 3 Cultivation and Stimulation of Learning Motivation Section 4 Classified Learning Psychology Chapter 9 Learning of Knowledge Section 1 Classification and Representation of Knowledge Section 2 Understanding of Knowledge Section 3 Transformation of Wrong Concepts Section 4 Learning and Migration of Knowledge Chapter 10 Learning of Skills Section 1 Overview of Skills Section 2 Sports Skills Section 3 Psychological Skills Section 1 Creativity of XI Learning and Problem Solving Section 1 Problem Solving Process Section 3 Problem Solving Training Section 4 Creative Thinking Chapter 12 Learning Strategies Section 1 Overview of Learning Strategies Section II Cognitive Strategies Section III Metacognitive Strategies and Resource Management Strategies Section IV Promotion of Learning Strategies Chapter XIII Formation of Moral Character Section I Overview of Moral Psychology Section II Theory of Moral Development Section III Formation and Cultivation of Moral Character Section IV Correction of Students' Bad Behavior Section V Teaching Chapter XIV Psychological Teaching Design Section I Setting Teaching Objectives Section II Choosing Teaching Mode Section III Setting Teaching Environment Chapter XV Classroom Management Section I Overview of Classroom Management Section I Section 2 Dealing with Serious Problems and Behaviors Chapter 16 Learning Assessment Section 1 Overview of Learning Assessment Section 2 Standardized Testing Section 3 Teachers' Self-made Testing Section 4 Authenticity Assessment and Assessment Results Report refer to English literature.
What are the new trends in educational psychology research today?
(A) multiple integration theory.
The influence of postmodernism makes people more and more pursue pluralism and deny monism. The phenomenon that only one theoretical school dominated decades ago may never reappear, but there will be a situation in which various schools compete with each other and constantly absorb each other's reasonable cores, that is, they merge and cross on a pluralistic basis. In the future, the trend of diversification and integration of this theory will be more obvious.
(B) the combination of research and design quality
In recent years, high-tech means (ERP, PET technology, etc. ) and high-complexity statistical analysis methods (multiple regression analysis, structural equation model, etc. ) has been widely used, opening up a new research way for educational psychology, but there has also been a phenomenon of one-sided pursuit of digitalization and high technology. As McInerney said, researchers are required to be more complicated in methods and statistics at present, and the complexity of journal articles is often beyond the ability of most researchers. The more I want to stand on this land.
At the frontier, the demand for methods and skills will increase geometrically. [3] This situation has aroused more and more criticism, and the corresponding geological design or research design combining qualitative and quantitative has gradually attracted people's attention. Therefore, the research and design of educational psychology in the future will change the situation of one-sided pursuit of quantification, accuracy and standardization in the past, and focus on adding qualitative design on the basis of quantitative design to enhance the in-depth, scientific and objective research.
(C) the status quo of ecological research
With the higher status of educational psychology in social practice, the society's expectation of its value is also higher and higher. However, people find that although many theories of educational psychology are perfect, they can't solve many problems in teaching and learning practice, and researchers also realize that the previous research has the defect of being divorced from social reality. Therefore, the future research of educational psychology will fully consider the ecological effect of research, that is, try to create a non-participatory research scene in the "natural environment" to explore the psychological and behavioral mechanisms that naturally occur in the real education and teaching process. Make the theoretical research of educational psychology close to teaching practice, and change the current situation that theory is out of touch with practice.
Diversity of research perspectives
At present, some educational psychologists deconstruct and construct the traditional theoretical system by using post-modernism thinking mode, and re-examine the research of educational psychology with a brand-new perspective and concept. They advocate breaking through the stubbornness, narrowness and narrowness of the traditional research perspective of educational psychology, and strive to study the laws of psychological behavior in education and teaching practice from multiple angles, factors and multidimensional spaces such as society, family and individuals. It can be seen that the research perspective of educational psychology in the future must be diversified.
(E) The research object is "the whole person"
As early as 1990s, one of the "three-oriented" orientations of educational psychology put forward by Zhang Chunxing was the holistic view of the research object. That is, first of all, the development of individual personality should include many aspects of body and mind, from the whole to the differentiation. Secondly, we should cultivate all students' adaptability and all-round development from the perspective of social diversification, so that every student can learn basic knowledge and have the ability to live independently. Therefore, the future educational psychology research will treat each individual as a whole and comprehensive person with unique family background, cultural background, educational background, emotional experience, personality characteristics, physiological characteristics and life experience, that is, show the "humanization" of the research object.
(6) Synthesis of research methods
This is a trend that many researchers agree with. It is found that the view that only positivism can make psychology a science advocated at the beginning of scientific psychology is not feasible, and so is educational psychology. Therefore, the future research must be a combination of various methods. Narrative, explanatory, constructive, deconstructive and objective methods and strategies will all be affirmed. Different methods may appear in the same research, "each doing his own thing" to explore the mystery of human psychology more deeply.